If you are a London Met student and are in need of assistance, go to http://www.ukba.homeoffice.gov.uk/aboutus/contact/contactspage/lmu-help/
More information for LMU students can also be found here: http://www.ukba.homeoffice.gov.uk/sitecontent/newsfragments/72-LMU-student-page
There, you will find the proper contact information as you are deciding what steps to take next. The number they list is +44(0)2071334141. Good luck everyone!
Wednesday, September 5, 2012
Tuesday, September 4, 2012
London Metropolitan University: The State of International Education in the United Kingdom
News broke last week of London Metropolitan University (LMU) losing its international status, as the United Kingdom Border Agency (UKBA) declared that the school did not keep well enough track of its international students. As a result, the school can no longer host international students, and all international students who were enrolled at the school for this academic year may not attend LMU. The fallout from this decision has been severe, as many students who had planned on attending LMU this year now are unsure where they will be going to school in the fall. Will they be able to transfer to another school, or will they be forced to return home?
LMU vice-chancellor Malcolm Gillies denies any wrongdoing, and claims that because the UKBA changed its regulations regarding international students "at least 14 times in the last three years," the university was unaware of any violations. While the UKBA perhaps did make changes to its policies, this is still no excuse for LMU to not have been up to date with the agency's rules. If this were the case, then why did not other universities across the UK meet a similar fate? To me, this sounds like poor preparation and follow through on LMU's part, but it also sounds like poor communication from the UKBA, who through so many changes and a lack of notification made it unnecessarily complicated to report international students.
However, The Guardian reports that the UKBA has united with the Department of Business, Universities UK, HEFCE, and the National Union of Students in order to set up a taskforce that will seek to identify all legitimate students and subsequently work to place them in another institution. How they will determine the legitimacy of these students is unclear, and how they will place all 2,700 of these students at other universities is also unclear. In addition, these students were also given a 60 day deadline to find another school or go home.
While there certainly appears to have been some grievous errors made by LMU, I am curious as to why the UKBA chose to give such little warning to international students. Apparently, the UKBA and LMU worked for six months prior to their international students being revoked, and some warning should have been given to prospective and current students. I am curious as to what other international students make of this situation, those who are currently deciding whether to study in the UK or elsewhere. Will this make them nervous about studying in the UK, for fear that their university may be the next one to have its international status revoked? In my opinion, the UKBA should be forced to place all legitimate students in another university- whether or not this taskforce will accomplish that is yet to be determined.
I hope that for the sake of the UK and its wonderful reputation around the world as a beacon for higher education, this issue will not discourage students from attending UK universities. I personally believe that it won't, but it remains to be seen how this will affect international student enrollment.
LinkedIn- http://www.linkedin.com/pub/zack-wright/49/b26/265
LMU vice-chancellor Malcolm Gillies denies any wrongdoing, and claims that because the UKBA changed its regulations regarding international students "at least 14 times in the last three years," the university was unaware of any violations. While the UKBA perhaps did make changes to its policies, this is still no excuse for LMU to not have been up to date with the agency's rules. If this were the case, then why did not other universities across the UK meet a similar fate? To me, this sounds like poor preparation and follow through on LMU's part, but it also sounds like poor communication from the UKBA, who through so many changes and a lack of notification made it unnecessarily complicated to report international students.
However, The Guardian reports that the UKBA has united with the Department of Business, Universities UK, HEFCE, and the National Union of Students in order to set up a taskforce that will seek to identify all legitimate students and subsequently work to place them in another institution. How they will determine the legitimacy of these students is unclear, and how they will place all 2,700 of these students at other universities is also unclear. In addition, these students were also given a 60 day deadline to find another school or go home.
While there certainly appears to have been some grievous errors made by LMU, I am curious as to why the UKBA chose to give such little warning to international students. Apparently, the UKBA and LMU worked for six months prior to their international students being revoked, and some warning should have been given to prospective and current students. I am curious as to what other international students make of this situation, those who are currently deciding whether to study in the UK or elsewhere. Will this make them nervous about studying in the UK, for fear that their university may be the next one to have its international status revoked? In my opinion, the UKBA should be forced to place all legitimate students in another university- whether or not this taskforce will accomplish that is yet to be determined.
I hope that for the sake of the UK and its wonderful reputation around the world as a beacon for higher education, this issue will not discourage students from attending UK universities. I personally believe that it won't, but it remains to be seen how this will affect international student enrollment.
LinkedIn- http://www.linkedin.com/pub/zack-wright/49/b26/265
Sunday, August 26, 2012
International Internships
Internships, whether they are paid or unpaid, can be a great way of getting your foot in the door of an international office. While it may be frustrating to graduate from uni with a stellar degree only to find that your best option is to find a low-paying or non-paying internship, it is important to realize that the current economy requires individuals to have experience, even in entry-level positions. One of the best ways you can get experience is interning during school. Many programs, mainly post-graduate, require students to have an internship during the months where they are writing their dissertation. Take that time to intern at an office that would benefit your career- such as working in the international office at your university.
If you did not get the chance to intern while at school, it is not too late to snatch up an internship after you graduate. I have been able to intern at the Birmingham International Center, a wonderful organization that helps Alabama businesses think and act globally; as well, the BIC educates students across the state about the wonders and excitement of multiculturalism, diversity, and cross-cultural communication. Here, I have been able to witness first hand how important it is for businesses to maintain good working relations with different cultures and economies. With the world rapidly expanding and modernizing, now is the time for companies to begin expanding their business across borders and oceans, to markets that are developing and growing.
But, if you truly want to gain an international internship, then why not intern in a different country? There are several programs offered by third party agencies that allow students to gain access into a country that they would normally not have access to. Check out goabroad.com, http://www.goabroad.com/intern-abroad, which offers several different internships in multiple countries. Many companies prefer to have these third party organizations to set up the internship and to handle the necessary visas, but you can go directly to the company you are interested in interning with, depending on the company of course.
Overall, interning can be a great opportunity to gain valuable experience in the field of international education- experience being necessary nowadays in this tough economic climate. As well, if you are met with the option of unemployment or interning (which was my situation) then you should definitely choose the latter. Or even if you are struggling to choose between a paying job that will not provide valuable experience, and an unpaid internship that will allow you to gain experience in an international office, then think about your long-term career goals and consider going for the internship.
Rule #16 for Breaking into the Field of International Education- If you are having trouble finding work, then look for internships that will allow you to gain experience in an international office.
LinkedIn: http://www.linkedin.com/profile/view?id=172990445&trk=tab_pro
Overall, interning can be a great opportunity to gain valuable experience in the field of international education- experience being necessary nowadays in this tough economic climate. As well, if you are met with the option of unemployment or interning (which was my situation) then you should definitely choose the latter. Or even if you are struggling to choose between a paying job that will not provide valuable experience, and an unpaid internship that will allow you to gain experience in an international office, then think about your long-term career goals and consider going for the internship.
Rule #16 for Breaking into the Field of International Education- If you are having trouble finding work, then look for internships that will allow you to gain experience in an international office.
LinkedIn: http://www.linkedin.com/profile/view?id=172990445&trk=tab_pro
Friday, August 10, 2012
The Value of Learning a Foreign Language
A common thread among international education job descriptions is the need for their employees to be able to speak at least one foreign language. Whether you are applying for job s in the U.S. or elsewhere, having this skill can greatly increase your chances of getting your foot in the door, and can open up so many more doors to careers you never thought imaginable.
So, my goal for the remainder of 2012: begin learning Mandarin Chinese. Chinese is an excellent language to try to master if you are considering entering the field of IE, simply because there are so many students from China who study around the world, and those numbers are only going to increase.
But Chinese isn't the only valuable language that could be learned. I have also seen in these job descriptions the need for Spanish, German, French, and many more. There are many programs that are established in Latin American countries, so the need for Spanish seems to be very high, alongside Chinese. Indeed, any second language will greatly increase your chances of finding a job, as it shows your awareness and interest to a world outside of your home country.
So how does one go about learning a foreign language? I have heard Rosetta Stone is quite good (this coming from native speakers of Chinese) but also check out classes in your area for beginning courses for adults. Here in Birmingham a semester with a Chinese language school is 250 dollars, not a bad price considering the amount that you would learn over 4 months.
Consider learning a foreign language, not just to increase your chance of getting a job, but also to expand your worldview!
Rule #15 for Breaking into the Field of International Education: Learn a Foreign Language!
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
So, my goal for the remainder of 2012: begin learning Mandarin Chinese. Chinese is an excellent language to try to master if you are considering entering the field of IE, simply because there are so many students from China who study around the world, and those numbers are only going to increase.
But Chinese isn't the only valuable language that could be learned. I have also seen in these job descriptions the need for Spanish, German, French, and many more. There are many programs that are established in Latin American countries, so the need for Spanish seems to be very high, alongside Chinese. Indeed, any second language will greatly increase your chances of finding a job, as it shows your awareness and interest to a world outside of your home country.
So how does one go about learning a foreign language? I have heard Rosetta Stone is quite good (this coming from native speakers of Chinese) but also check out classes in your area for beginning courses for adults. Here in Birmingham a semester with a Chinese language school is 250 dollars, not a bad price considering the amount that you would learn over 4 months.
Consider learning a foreign language, not just to increase your chance of getting a job, but also to expand your worldview!
Rule #15 for Breaking into the Field of International Education: Learn a Foreign Language!
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Wednesday, July 25, 2012
New British Immigration Rules a Nightmare for Young Families
On July 8, 2012, the UK Border Agency (UKBA) instituted strict immigration laws that have made it extremely difficult for UK citizens to bring to the UK their foreign-born spouses. If the sponsor (the British citizen) is outside the UK, then they must have had employment for the past 6 months earning at least 18,600 pounds, and also must have employment lined up in the UK as well earning that much. Their spouse cannot be the one to have work in the UK. In fact, if the foreign spouse has a job waiting in the UK, but the sponsor does not, then technically under the new immigration law the visa application will be denied.
However, if the couple does not have employment waiting for them in the UK, then they must have accumulated at least 62,500 pounds, and they must have had that amount in a bank account for at least 6 months. If the couple do have jobs in the UK, but earn less than 18600, then they may make up for this discrepancy in savings. You must take the discrepancy and multiply that amount by 2.5, and then add that total to 16,000. So, if the couple earn 16,000 pounds, then there will be a 2600 pound discrepancy. Multiply 2600 by 2.5, and you will get 6500 pounds. Add 6500 to 16000, and the couple will need to have 22500 pounds in savings.
This will most certainly curb immigration to the UK substantially. Another rule change is that no longer can a couple be sponsored by a family member in or outside of the UK. No longer may young couples use their parents for support- something that so many LEGAL UK citizens do on a daily basis. It seems that these rules will meet their desired goal, but at what cost? How many talented young people will the UK lose due to the fact that they cannot use their parents as sponsors in order to begin their careers, not to mention the heinous savings expectations that very few young people will be able to meet.
I am certainly aware that the UK does have some immigration issues, and certainly there was long overdue need for tighter measures. But why did the UK target such young people that could potentially provide a boost to the workforce and to the economy? With the large amount of illegal immigrants filtering through the UK each day, it is amazing that the UK did not crack down on those already in the country illegally, instead of unfairly targeting those who seek to enter legally and correctly. Will there be a backlash to these, quite frankly, ageist policies? I can imagine scores of young families being separated for extended periods of time, as well as young couples currently living outside of the country who will have no way to return to friends and loved ones. Indeed, if my wife (who is British) were to need to move back to the UK, under these new rules I would be unable to go with her, putting a strain on our young marriage. It is certainly a sad situation, and I can only hope that the UKBA will change its policies to address illegal, not legal immigration.
Rule #14 for Breaking into the Field of International Education: Be aware of immigration issues across the world.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
However, if the couple does not have employment waiting for them in the UK, then they must have accumulated at least 62,500 pounds, and they must have had that amount in a bank account for at least 6 months. If the couple do have jobs in the UK, but earn less than 18600, then they may make up for this discrepancy in savings. You must take the discrepancy and multiply that amount by 2.5, and then add that total to 16,000. So, if the couple earn 16,000 pounds, then there will be a 2600 pound discrepancy. Multiply 2600 by 2.5, and you will get 6500 pounds. Add 6500 to 16000, and the couple will need to have 22500 pounds in savings.
This will most certainly curb immigration to the UK substantially. Another rule change is that no longer can a couple be sponsored by a family member in or outside of the UK. No longer may young couples use their parents for support- something that so many LEGAL UK citizens do on a daily basis. It seems that these rules will meet their desired goal, but at what cost? How many talented young people will the UK lose due to the fact that they cannot use their parents as sponsors in order to begin their careers, not to mention the heinous savings expectations that very few young people will be able to meet.
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| A long lasting friendship that could be severed for future generations due to harsh immigration changes in the UK. |
Rule #14 for Breaking into the Field of International Education: Be aware of immigration issues across the world.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Monday, July 16, 2012
Tier 4 Continued...Students Needing to Prove English Language Skills
Following up from the previous post, if you are intending to come to study in the United Kingdom, then you will need to prove that you have sufficient competency in the English language. According to the UKBA website, if your course is at a level NQF 6 (Bachelor's degree) or higher, then your English language skills must be "at a minimum of CEFR level B2." If your course is at NQF 3-5, then your English language skills must be "at a minimum of CEFR level B1." So, what exactly does this mean?
CEFR stands for Common European Framework of Reference for Languages. It is an attempt to standardize the way we test a person's language skills, with grades, from lowest to highest, being A1, A2, B1, B2, C1, C2. So, if you are attempting to study in the UK in a Bachelor's course or higher, you must meet a minimum score of B2.
Students are judged on a number of different factors, including Overall Listening Comprehension, Overall Reading Comprehension, Spoken Interaction, Written Interaction, Spoken Production, Written Production, and Processing Text. More information about the test and how you will be graded can be found on the Council of Europe website: http://www.coe.int/t/dg4/linguistic/Manuel1_EN.asp#TopOfPage.
The CEFR is more of a guideline than a strict outline that must be followed. According to the UKBA, while you must meet a specific score on the CEFR to enroll in the course, if you are intending to enroll in a Bachelor's course or above, then the education provider may choose its "own method of assessing your English language ability." However, if you are in a course that is below NQF 6, then you must be tested apparently in a specific manner, and have achieved a B1 level on all 4 components of the test.
Students coming from a majority English speaking country identified by the UKBA are exempt from needing to prove their English language competency. In addition to this English language requirement, you must also receive a Confirmation of Acceptance for Studies (CAS) number. This is worth 30 points out of the 40 points required to come to England to study, with 10 points being reserved for having a sufficient amount of funds for living expenses whilst studying in the UK.
There are certainly a lot of nuances to the Tier 4 student visa, and the past two posts really just cover the tip of the iceberg of the rules and regulations that govern this seemingly simple visa category. Here is the UKBA's very, VERY detailed guide to the visa (a 79 page thriller): http://www.ukba.homeoffice.gov.uk/sitecontent/applicationforms/pbs/Tier4migrantguidance.pdf
So remember, be sure to read ALL pertinent information about the visa that you are applying for, so that you send out all required documents and forms. One missing signature or one missing duplicate could postpone your trip significantly. Trust me, I was very close to having that happen on my own Tier 4 student visa application!
Rule #13 for Breaking into the Field of International Education: Be up to date with all immigration rules and regulations, because they can change frequently depending on the party in power.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
CEFR stands for Common European Framework of Reference for Languages. It is an attempt to standardize the way we test a person's language skills, with grades, from lowest to highest, being A1, A2, B1, B2, C1, C2. So, if you are attempting to study in the UK in a Bachelor's course or higher, you must meet a minimum score of B2.
Students are judged on a number of different factors, including Overall Listening Comprehension, Overall Reading Comprehension, Spoken Interaction, Written Interaction, Spoken Production, Written Production, and Processing Text. More information about the test and how you will be graded can be found on the Council of Europe website: http://www.coe.int/t/dg4/linguistic/Manuel1_EN.asp#TopOfPage.
The CEFR is more of a guideline than a strict outline that must be followed. According to the UKBA, while you must meet a specific score on the CEFR to enroll in the course, if you are intending to enroll in a Bachelor's course or above, then the education provider may choose its "own method of assessing your English language ability." However, if you are in a course that is below NQF 6, then you must be tested apparently in a specific manner, and have achieved a B1 level on all 4 components of the test.
Students coming from a majority English speaking country identified by the UKBA are exempt from needing to prove their English language competency. In addition to this English language requirement, you must also receive a Confirmation of Acceptance for Studies (CAS) number. This is worth 30 points out of the 40 points required to come to England to study, with 10 points being reserved for having a sufficient amount of funds for living expenses whilst studying in the UK.
There are certainly a lot of nuances to the Tier 4 student visa, and the past two posts really just cover the tip of the iceberg of the rules and regulations that govern this seemingly simple visa category. Here is the UKBA's very, VERY detailed guide to the visa (a 79 page thriller): http://www.ukba.homeoffice.gov.uk/sitecontent/applicationforms/pbs/Tier4migrantguidance.pdf
So remember, be sure to read ALL pertinent information about the visa that you are applying for, so that you send out all required documents and forms. One missing signature or one missing duplicate could postpone your trip significantly. Trust me, I was very close to having that happen on my own Tier 4 student visa application!
Rule #13 for Breaking into the Field of International Education: Be up to date with all immigration rules and regulations, because they can change frequently depending on the party in power.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Sunday, July 15, 2012
Studying in the UK- Tier 4 Adult Students
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| Ah, that comforting yellow sign when you touch down in England. But there is a detailed immigration process for students wanting to study in the UK. |
If you are not a citizen of the European Economic Area (EEA) or a British Commonwealth or territory, then you will need to obtain a Tier 4 student visa. Britain seems to be unique in that you must qualify for the visa based on a points system. 30 points are awarded for students who have a valid confirmation of acceptance for studies and have acceptable English language skills (more on that in a bit), while 10 points are awarded if students meet the financial requirements.
An acceptable course of study ranges under the Tier 4 guidelines. First, the student must be registered full-time, and the course must be as part of their Bachelor's degree or higher (the Bachelor's degree is referred to as level 6 on the National Qualifications Framework [NQF], so it must be level 6 or higher). Or, the course can be an English Language course at or above level B2 of the Common European Framework of Reference for Languages (CEFR- I am not really sure what this is so more research is required on my part!). Or, the student must be involved in 15 hours of daytime study, which is specified as between 08:00-18:00 (hadn't heard that one before!).
However, if the course is below NQF level 6, then the course must be part of what is called a pre-sessional course,which is supposed to prepare you for the main course that you will be taking immediately following. For instance, some schools offer a pre-sessional English course to help prepare foreign language students for their true course of study. Also, the course could also be on level 3, which is considered to be equivalent to English A-levels, only if the student is studying with a Highly Trusted Sponsor. Think you might have trouble finding one of these "Highly Trusted Sponsors"? Fear not- the United Kingdom Border Agency (UKBA) lists over 2000 institutions that fall into this category!
OK, so that is a very rudimentary introduction to students studying under the Tier 4 visa. Up next, we will delve more deeply into this visa, and wade through the waters of students whose first language is not English, and will have to prove their English language skills. It gets tricky, but after understanding the terminology and acronyms, it gets a lot easier!
UK Border Agency Tier 4 website: http://www.ukba.homeoffice.gov.uk/visas-immigration/studying/adult-students/
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Rule #12 for Breaking into the Field of International Education: Understand the immigration procedures for countries where your students will be travelling to or from.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Wednesday, July 11, 2012
Comprehensive Internationalization
According to the European Association for International Education (EAIE- again acronyms!), the buzz term in the NAFSA conferences this past year has been "comprehensive internationalization" (CI). In the publication "Comprehensive Internationalization: From Concept to Action," they define CI as follows:
"Comprehensive internationalization is a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. It shapes institutional ethos and values and touches the entire higher education enterprise. It is essential that it be embraced by institutional leadership, governance, faculty, students, and all academic service and support units. It is an institutional imperative, not just a desirable possibility. Comprehensive internationalization not only impacts all of campus life but the institution’s external frames of reference, partnerships, and relations. The global reconfiguration of economies, systems of trade, research, and communication, and the impact of global forces on local life, dramatically expand the need for comprehensive internationalization and the motivations and purposes driving it."
Obviously, this is a lofty goal, and surely will be difficult for some institutions to employ. In an interview I had today with a Study Abroad Coordinator, I was told that the most difficult aspect of her job was dealing with the administration. This, I am sure, is a common problem for International Offices across the country interested in implementing a plan for comprehensive internationalization at their school. Aside from that, many schools are experiencing tough financial strains that limit their ability to establish new programs, and may prevent them from thinking and acting globally.
But perhaps, as crazy as this sounds, money is weighed too heavily when thinking up new programs and projects that promote internationalization. There are many things that could be done to get students and staff thinking globally. Having study abroad material available for students when they go to see their academic advisors could be a huge step at getting students to consider studying abroad as part of their educational success. Creating social events that get international students more heavily involved with home students and organizations could be another way to create an international atmosphere.
Another aspect I did not consider about internationalization was getting professors, faculty, and staff to begin thinking more globally. As the report states, "Mobile students without mobile faculty and staff creates dissonance in the attempt to internationalize." Indeed, creating more opportunities for faculty to live, learn, and teach abroad will surely open up their worldview, which in turn will open up the worldview of their students when they return to campus and share their experience. More concerted efforts to have university professors engage globally should have a trickle down effect on students. Indeed, as the report suggests having a top down, bottom up strategies working in tandem will work to expose a wider amount of people involved with the institutions to global ideas and cultures.
Whether a university is experiencing financial strain or success in this stagnant economy, there are many things we can do as proponents of international education to get more people passionate about the world outside our borders.
Rule #11 for Breaking into the Field of Internationalization: Learn what is being discussed among IE professionals, and learn where you fit into this discussion.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
"Comprehensive internationalization is a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. It shapes institutional ethos and values and touches the entire higher education enterprise. It is essential that it be embraced by institutional leadership, governance, faculty, students, and all academic service and support units. It is an institutional imperative, not just a desirable possibility. Comprehensive internationalization not only impacts all of campus life but the institution’s external frames of reference, partnerships, and relations. The global reconfiguration of economies, systems of trade, research, and communication, and the impact of global forces on local life, dramatically expand the need for comprehensive internationalization and the motivations and purposes driving it."
Obviously, this is a lofty goal, and surely will be difficult for some institutions to employ. In an interview I had today with a Study Abroad Coordinator, I was told that the most difficult aspect of her job was dealing with the administration. This, I am sure, is a common problem for International Offices across the country interested in implementing a plan for comprehensive internationalization at their school. Aside from that, many schools are experiencing tough financial strains that limit their ability to establish new programs, and may prevent them from thinking and acting globally.
But perhaps, as crazy as this sounds, money is weighed too heavily when thinking up new programs and projects that promote internationalization. There are many things that could be done to get students and staff thinking globally. Having study abroad material available for students when they go to see their academic advisors could be a huge step at getting students to consider studying abroad as part of their educational success. Creating social events that get international students more heavily involved with home students and organizations could be another way to create an international atmosphere.
Another aspect I did not consider about internationalization was getting professors, faculty, and staff to begin thinking more globally. As the report states, "Mobile students without mobile faculty and staff creates dissonance in the attempt to internationalize." Indeed, creating more opportunities for faculty to live, learn, and teach abroad will surely open up their worldview, which in turn will open up the worldview of their students when they return to campus and share their experience. More concerted efforts to have university professors engage globally should have a trickle down effect on students. Indeed, as the report suggests having a top down, bottom up strategies working in tandem will work to expose a wider amount of people involved with the institutions to global ideas and cultures.
Whether a university is experiencing financial strain or success in this stagnant economy, there are many things we can do as proponents of international education to get more people passionate about the world outside our borders.
Rule #11 for Breaking into the Field of Internationalization: Learn what is being discussed among IE professionals, and learn where you fit into this discussion.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Sunday, July 8, 2012
What Does Your Resume Say About You?
As many job hunters know, resumes can be a tricky subject. There is so much varying advice out there that it is often difficult to know how to approach your resume. On the one hand, you can be creative and different with the presentation of it, but many "experts" warn against it, stating that too much pizzazz can overshadow the most important part: the content. However, on the other hand, conventional resumes, depending on the company or institution, can appear dull, boring, and lacking effort.
Next Post: What is Comprehensive Internationalization?
So, how does one go about formatting their resume? To me, it would depend largely on the company, and on your own personality. When looking at your resume, what do you see? Do you see something exciting? Do you see a person that is passionate about their work? Do you see anything at all? If you look at your resume and you feel uninspired or bored, then more than likely you need to spruce it up! This is what happened to me just the other day. I took a look at my resume, and I proceeded to yawn. Where was the passion that I felt for International Education? Where was it that demonstrated that I was capable of excelling in an international office?
Hence, I have taken it upon myself to give my resume a makeover. Where once there was dull black and white with far too much text and not enough design, there is now color and more concise information. I believe it is a step in the right direction, but perhaps the best thing that you can do to update your resume is to add more professional, educational, or volunteer experience relevant to the career you are seeking to break into!
Take a look at your resume, and really ask yourself if it is a reflection of your personality and of your passion for the job. If it is not, then maybe that is part of the reason why you are not getting any callbacks!
Next Post: What is Comprehensive Internationalization?
Rule #10 for Breaking into the Field of International Education: Compose a resume that is a true reflection of your passion and your talents.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Friday, July 6, 2012
More Resources!
It seems like almost daily I am finding new resources on how to break into the field of international education (IE). I am amazed at the amount of blogs, websites, professional organizations, and government info dedicated to studying abroad and IE. But yet, somehow it still seems like it just isn't enough. As important and influential as studying abroad is, there should really be more out there about how offices operate, more guidelines for advisors, and other vital info for people in the field or interested in learning more about the field. Here are a list of resources that I have stumbled upon lately that you might find useful:
1. NAFSA International Student Advising Network http://www.nafsa.org/resourcelibrary/default.aspx?id=31177#ferst
As I have mentioned before, NAFSA's website has a wide array of useful information, and specifically they have what are referred to as knowledge communities. In the link listed above, you will find a very handy discussion between people interested in entering the field and those already established. It is a fascinating and informative read, with plenty of helpful tips and advice on how to get your foot in the door in an international office. There are plenty of questions posed by individuals trying to break into the field that certainly relate to my quest, and I am sure will relate to your's!
2. Global Career Compass
A great blog that not only tracks many of the prominent trends in IE, but it also provides helpful advice for young professionals seeking to improve their career prospects.
3. The Forum on Education Abroad
The Forum on Education Abroad provides great information on the field of IE, with particular interest in improving the standards surrounding education abroad. The Forum has released four editions of its "Standards of Good Practice for Education Abroad," and it is a must read for those interested in one day running an international office.
4. European Association for International Education
A great, great website that has loads of information and current affairs on IE, particularly within Europe.
This list should get you started as you are searching for information and opportunities. It's a tough job market out there, so being well informed is just a piece of the puzzle in breaking into the field. But it is a very important piece!
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| And you thought your studying days were over when you left school? Puh-lease! |
Rule #9 for Breaking into the Field of International Education: When you think you have exhausted all of your resources, go out and seek some more! You WILL find something.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Friday, June 29, 2012
Fulbright Scholarship- What You Need to Know
The field of international education is full of programs, scholarships, and third party study abroad providers that you need to be familiar with. One of these is the Fulbright Program, an international education exchange program sponsored by the United States government. The Fulbright Program is prestigious, with participants chosen for their "academic merit and leadership potential," so that they may teach, do research, or study in another country. Around 8,000 people per year are granted the scholarship, with some 1,600 U.S. students and 1,200 U.S. scholars chosen to participate. A 12 member Fulbright Scholarship Board is assigned the task to select those who will receive the scholarship.
There are several programs offered to U.S. students and scholars under the Fulbright umbrella. The Fulbright U.S. Student Program provides grants for three different purposes: study/research, English Teaching Assistantships, and travel-only grants. The program is only offered to graduating college seniors, graduate students, or young professionals and artists. For more information on this program, visit their website:
http://fulbright.state.gov/grants/student-program/u-s-citizen.html
Fulbright Scholars are typically faculty members of U.S. universities and colleges who are conducting research or teaching abroad; there are also a limited amount of administrative staff who are in the field of international education.
To apply for the Fulbright Scholarship, prospective candidates must undergo a "lengthy and rigorous" application process. There is a yearly application cycle for all programs, which begins typically 15 months prior to the grant start date and ending around 11-12 months prior to the start date. For more information, visit the Fulbright website: http://fulbright.state.gov/apply.html
The Fulbright Program is an amazing opportunity for students who are seeking a very involved and unique study abroad experience, and who have interesting ideas concerning international relations and cultural exchange. Fulbrighters are encouraged to bring back the lessons they have learned from their host country and share them when they return home. Exciting and prestigious, the Program is one of the most recognized cultural exchanges in the world, and would bolster any resume or cover letter.
The U.S. government also provides information for study abroad in general, which can be found at http://studentsabroad.state.gov/. There, you can receive information on travel tips, including necessary documentation needed for studying abroad, information on health care abroad, emergencies, and voting when abroad. This is definitely a useful tool that should be utilized by all students who are studying abroad.
Hopefully this information will serve useful to some, as it can be difficult finding accurate information for even fellowships abroad. My advice would be to always check certified government websites before traveling abroad, ensuring that you have all pertinent documents and information to make your trip safe and fun.
Rule #8 for Breaking into the Field of International Education: Be familiar with all government programs and information in order to advise students properly.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
There are several programs offered to U.S. students and scholars under the Fulbright umbrella. The Fulbright U.S. Student Program provides grants for three different purposes: study/research, English Teaching Assistantships, and travel-only grants. The program is only offered to graduating college seniors, graduate students, or young professionals and artists. For more information on this program, visit their website:
http://fulbright.state.gov/grants/student-program/u-s-citizen.html
Fulbright Scholars are typically faculty members of U.S. universities and colleges who are conducting research or teaching abroad; there are also a limited amount of administrative staff who are in the field of international education.
To apply for the Fulbright Scholarship, prospective candidates must undergo a "lengthy and rigorous" application process. There is a yearly application cycle for all programs, which begins typically 15 months prior to the grant start date and ending around 11-12 months prior to the start date. For more information, visit the Fulbright website: http://fulbright.state.gov/apply.html
The Fulbright Program is an amazing opportunity for students who are seeking a very involved and unique study abroad experience, and who have interesting ideas concerning international relations and cultural exchange. Fulbrighters are encouraged to bring back the lessons they have learned from their host country and share them when they return home. Exciting and prestigious, the Program is one of the most recognized cultural exchanges in the world, and would bolster any resume or cover letter.
The U.S. government also provides information for study abroad in general, which can be found at http://studentsabroad.state.gov/. There, you can receive information on travel tips, including necessary documentation needed for studying abroad, information on health care abroad, emergencies, and voting when abroad. This is definitely a useful tool that should be utilized by all students who are studying abroad.
Hopefully this information will serve useful to some, as it can be difficult finding accurate information for even fellowships abroad. My advice would be to always check certified government websites before traveling abroad, ensuring that you have all pertinent documents and information to make your trip safe and fun.
Rule #8 for Breaking into the Field of International Education: Be familiar with all government programs and information in order to advise students properly.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Wednesday, June 27, 2012
5 Often Overlooked Reason Why Students Should Study Abroad
Let's face it, studying abroad is awesome. There are so many reasons why every student (yes, EVERY) should study abroad, that I could write a book about it (future project?). But besides the obvious reasons of experiencing a new culture, meeting new people, and having something amazing to put on your resume, there are also a few overlooked reasons that study abroad advisors might forget to tell you about. So, here is my TOP 5 list of the often overlooked reasons why students should study abroad.
5. You Could Meet the Love of Your Life
Now I realize that this is very personal and subjective, but it is quite possible that you could in fact meet your future wife/husband when you are living abroad. How do I know this? Because it happened to me, and it was something that I did not even think to expect when I embarked on my study abroad adventure. And I am not the only one that this is happened to. In fact, there are many stories of college students traveling to another country, only to be struck in the heart by Cupid's arrow. For instance, here's an article in International Student Voice Magazine that chronicles such a romance:http://www.isvmag.com/it-started-on-top-of-the-worlds-steepest-street/.
4. You Realize that the Things at Home You Thought Made You Happy Were in Fact Doing the Opposite.
Studying abroad changes you- there's no question about that. But a dramatic change can occur that really alters you perception of life (if you let it of course). When studying abroad, you meet new friends, new people, experience different cultures; and what can happen is when you return, you begin to see that the routines you were comfortable with at home were in fact dull, boring, and stale. Living in another country will most certainly snap you out of any rut you were experiencing before leaving, and will push you to seek out new and adventurous hobbies and people. During my stay in England, I met people who were open-minded, caring, and accepting, making me realize that the friends I had back home were anything but. It can be shocking, and quite frankly scary to come to this realization, but once you do your life will begin to improve dramatically.
3. You Realize that America is not the Greatest Country in the World
OK, let me be clear- I am not saying that America is not a great country. It is, and I love living here. But when you immerse yourself in another culture for an extended period of time, you start to understand that there is more than one way to live a life. People in other countries may not have as much convenience as we do here in the States, and they don't have access to gas guzzling pick up trucks, but what they do have is a greater sense of community. For the first 20 years of my life, I was under the impression that America could do no wrong, and that every other country in the world strove to be like us. Of course, I was dead wrong. Living in England, I saw thriving city centers, pedestrian friendly cities, and an advanced public transportation system. When I came back to Alabama, I saw deserted downtowns, inhospitable cities for walkers, and no sign of buses or trains to connect the suburbs to the city. The more we learn from other cultures and begin to address the real problems we face here in America, the better off we'll be. Sending more students abroad would be a big step in the right direction.
2. You See that your Diet is Scarily Unhealthy
I know, this seems like a weird one, but it's true. Americans, perhaps more specifically Southerners, are guilty of one of the seven deadly sins: gluttony. We indulge ourselves far too much on fast food, fried everything, and sugary soft drinks with 100g of sugar in every bottle. The rest of the world, however, does not. A lot of countries eat much fresher and less processed foods, supported in part by still thriving, open-air markets selling fresh fruits and veggies. You know how there is a fast food restaurant on every corner in your hometown? Not so in England, where fast food joints are a lot harder to come by. Oh, other countries will still serve you up a plate of pure fat and calories, but just not as often, and you won't be bombarded by it everywhere you look.
1. You Start to Understand your Place in the World
The more people you meet, and the more cultures you experience, the more you begin to see yourself not as merely an individual, but rather as a piece of a much larger puzzle. You start to believe that this individualistic culture we live in today perhaps is not that great, and rather being a part of a much greater function is more fulfilling and gratifying. You see that you offer something unique to the world, and that your abilities need to be utilized to construct a more positive and advanced society. It sounds far-fetched and idealistic, but the world is full of dreamers working everyday to turn those fantasies into realities.
Go study abroad. See for yourself.
Rule #7 for Breaking into the Field of International Education: Appreciate what you have learned from your time abroad, and apply it to your everyday life.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
4. You Realize that the Things at Home You Thought Made You Happy Were in Fact Doing the Opposite.
Studying abroad changes you- there's no question about that. But a dramatic change can occur that really alters you perception of life (if you let it of course). When studying abroad, you meet new friends, new people, experience different cultures; and what can happen is when you return, you begin to see that the routines you were comfortable with at home were in fact dull, boring, and stale. Living in another country will most certainly snap you out of any rut you were experiencing before leaving, and will push you to seek out new and adventurous hobbies and people. During my stay in England, I met people who were open-minded, caring, and accepting, making me realize that the friends I had back home were anything but. It can be shocking, and quite frankly scary to come to this realization, but once you do your life will begin to improve dramatically.
3. You Realize that America is not the Greatest Country in the World
OK, let me be clear- I am not saying that America is not a great country. It is, and I love living here. But when you immerse yourself in another culture for an extended period of time, you start to understand that there is more than one way to live a life. People in other countries may not have as much convenience as we do here in the States, and they don't have access to gas guzzling pick up trucks, but what they do have is a greater sense of community. For the first 20 years of my life, I was under the impression that America could do no wrong, and that every other country in the world strove to be like us. Of course, I was dead wrong. Living in England, I saw thriving city centers, pedestrian friendly cities, and an advanced public transportation system. When I came back to Alabama, I saw deserted downtowns, inhospitable cities for walkers, and no sign of buses or trains to connect the suburbs to the city. The more we learn from other cultures and begin to address the real problems we face here in America, the better off we'll be. Sending more students abroad would be a big step in the right direction.
2. You See that your Diet is Scarily Unhealthy
I know, this seems like a weird one, but it's true. Americans, perhaps more specifically Southerners, are guilty of one of the seven deadly sins: gluttony. We indulge ourselves far too much on fast food, fried everything, and sugary soft drinks with 100g of sugar in every bottle. The rest of the world, however, does not. A lot of countries eat much fresher and less processed foods, supported in part by still thriving, open-air markets selling fresh fruits and veggies. You know how there is a fast food restaurant on every corner in your hometown? Not so in England, where fast food joints are a lot harder to come by. Oh, other countries will still serve you up a plate of pure fat and calories, but just not as often, and you won't be bombarded by it everywhere you look.
1. You Start to Understand your Place in the World
The more people you meet, and the more cultures you experience, the more you begin to see yourself not as merely an individual, but rather as a piece of a much larger puzzle. You start to believe that this individualistic culture we live in today perhaps is not that great, and rather being a part of a much greater function is more fulfilling and gratifying. You see that you offer something unique to the world, and that your abilities need to be utilized to construct a more positive and advanced society. It sounds far-fetched and idealistic, but the world is full of dreamers working everyday to turn those fantasies into realities.
Go study abroad. See for yourself.
Rule #7 for Breaking into the Field of International Education: Appreciate what you have learned from your time abroad, and apply it to your everyday life.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Monday, June 25, 2012
DSOs and AROs: Fun with Acronyms
In my conversation with an exchange student coordinator at a local university, I was told that the field of international education has more acronyms than the U.S. military (she said this in a half-joking way). After doing my research, I am starting to believe it. Two of those acronyms that keep coming up in job descriptions are DSO and ARO, or Designated School Official and Alternate Responsible Officer. Just what are these exactly? Well, let's discuss it!
A Designated School Official (DSO) is someone who helps international students with their immigration status, specifically the F and M visa categories. But perhaps more importantly, DSOs are required to update the Student Exchange Visitor Information System (SEVIS) records of these F and M students. According to the US Department of Homeland Security (DHS) website, DSOs must constantly check in with the visa holders in order to report to SEVIS that they are currently enrolled in class and present (otherwise not violating the terms of their visa). If, for some reason, a DSO cannot get in touch with one of these students, and the student fails to check-in at appropriate times, the DSO must report this to SEVIS, who may then terminate the student's record. There are several instances when students are required to report to DSOs, including within the first 30 days of when the school program begins, at the beginning of each new semester, and when a student transfers to another institution. DSOs must update the system when a student graduates or completes a course, and when a non-immigrant changes his or her status to F or M. Note all the acronyms in the above paragraph!
An Alternate Responsible Office (ARO), from what I can gather, are trained by the Responsible Officer (RO), and assist the RO in managing an exchange visitor program via SEVIS, ensuring that the program meets DHS's regulations. Thus, ARO's deal primarily with J-1 visa students who are in the United States through an exchange program between two universities. Only RO's and ARO's may issue Forms DS-2019, and they are also responsible for updating SEVIS within 21 days of being notified by an exchange visitor. According to the DHS's "A Guide for Responsible Officers and Alternate Responsible Officers" publication, the duties of ROs and AROs include updating all pertinent information in SEVIS, being up to date with all rules and regulations, validating visitor arrival and departure dates, and ensuring that all visitors have adequate health coverage before arriving. They must also issue an annual report within SEVIS documenting the amount of exchange visitors the program had, as well as a written evaluation of the program. Again, acronyms galore.
So, if you were ever curious as to what an ARO or a DSO were (as I'm sure you were!) then hopefully I have helped educate you just a little bit. Obviously I am still new to this as well, so I am sure I missed a significant amount of other duties that these officers are required to do. But, at least it's a start. Have fun learning those acronyms everybody!
Rule #6 for Breaking into the Field of International Education: Be familiar with all of the acronyms that are a part of international education, because there are a lot!
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
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| You and me both, pal! |
A Designated School Official (DSO) is someone who helps international students with their immigration status, specifically the F and M visa categories. But perhaps more importantly, DSOs are required to update the Student Exchange Visitor Information System (SEVIS) records of these F and M students. According to the US Department of Homeland Security (DHS) website, DSOs must constantly check in with the visa holders in order to report to SEVIS that they are currently enrolled in class and present (otherwise not violating the terms of their visa). If, for some reason, a DSO cannot get in touch with one of these students, and the student fails to check-in at appropriate times, the DSO must report this to SEVIS, who may then terminate the student's record. There are several instances when students are required to report to DSOs, including within the first 30 days of when the school program begins, at the beginning of each new semester, and when a student transfers to another institution. DSOs must update the system when a student graduates or completes a course, and when a non-immigrant changes his or her status to F or M. Note all the acronyms in the above paragraph!
An Alternate Responsible Office (ARO), from what I can gather, are trained by the Responsible Officer (RO), and assist the RO in managing an exchange visitor program via SEVIS, ensuring that the program meets DHS's regulations. Thus, ARO's deal primarily with J-1 visa students who are in the United States through an exchange program between two universities. Only RO's and ARO's may issue Forms DS-2019, and they are also responsible for updating SEVIS within 21 days of being notified by an exchange visitor. According to the DHS's "A Guide for Responsible Officers and Alternate Responsible Officers" publication, the duties of ROs and AROs include updating all pertinent information in SEVIS, being up to date with all rules and regulations, validating visitor arrival and departure dates, and ensuring that all visitors have adequate health coverage before arriving. They must also issue an annual report within SEVIS documenting the amount of exchange visitors the program had, as well as a written evaluation of the program. Again, acronyms galore.
So, if you were ever curious as to what an ARO or a DSO were (as I'm sure you were!) then hopefully I have helped educate you just a little bit. Obviously I am still new to this as well, so I am sure I missed a significant amount of other duties that these officers are required to do. But, at least it's a start. Have fun learning those acronyms everybody!
Rule #6 for Breaking into the Field of International Education: Be familiar with all of the acronyms that are a part of international education, because there are a lot!
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Saturday, June 23, 2012
Terra Dotta: Amazing Software
I am not sure what the percentage is of universities currently using the Terra Dotta Software, but it seems to me that this is an amazing and invaluable tool for orchestrating an international office. Terra Dotta is study abroad software that allows you to organize all offered programs, student applications, and updates onto one convenient location on the web. Students can search the system with very exact and precise parameters in order to find the study abroad program that matches their requirements. Administrators can create checklists of what papers and documents each student needs to sign, as well as keep tabs on students who are studying abroad by following each phase of the study abroad application process (There are six according to Terra Dotta- The advising phase, pre-decision, post-decision, active, returnee, and alumni).
According to the Terra Dotta website, about 230 institutions and businesses use the software. This definitely seems like an amazing feature, especially for those people who struggle to stay organized (both students and staff alike). But I wonder- would there be a tendency to rely too much on the Terra Dotta software in assisting students who are deciding to study abroad? Knowing some students, they may feel that by simply using the search features of the software, that they do not need as much advising, since they have already chosen which institution and program that they want to attend. Similarly, would some staff rely on Terra Dotta to choose the program for the student, instead of guiding them in the decision process.
These are questions that, really, would need to be addressed by a university who does decide to use the product. Beside the cost of the software (apparently $60,000 per year in 2009), it appears that there is little downside to using Terra Dotta. Knowing that there are hundreds of different study programs that can be offered by universities and outside providers, this is a great tool that helps students avoid the headache of wading through all of these programs, which today seem to be in infinite supply. With the ever expanding business that is studying abroad, this product could potentially open students and staff to a wider range of programs than ever before. This, subsequently, could then mean even more participation in students studying abroad.
I am interested to hear more about this software, and what universities who use it like (or dislike) about it. Signing off for now, have a good weekend! Here are some links if you want to find out more about Terra Dotta:
Terra Dotta website: http://www.terradotta.com/
Article about the 'business' of studying abroad: http://chronicle.com/article/The-Booming-Business-of-Int/44244/
P.S.- C'mon England!!! I'll be rooting for the Three Lions tomorrow in the quarterfinals against Italy.
Rule #5 for Breaking into the Field of International Education: Do your research! Know what programs and software international offices use and become familiar with them.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
According to the Terra Dotta website, about 230 institutions and businesses use the software. This definitely seems like an amazing feature, especially for those people who struggle to stay organized (both students and staff alike). But I wonder- would there be a tendency to rely too much on the Terra Dotta software in assisting students who are deciding to study abroad? Knowing some students, they may feel that by simply using the search features of the software, that they do not need as much advising, since they have already chosen which institution and program that they want to attend. Similarly, would some staff rely on Terra Dotta to choose the program for the student, instead of guiding them in the decision process.
These are questions that, really, would need to be addressed by a university who does decide to use the product. Beside the cost of the software (apparently $60,000 per year in 2009), it appears that there is little downside to using Terra Dotta. Knowing that there are hundreds of different study programs that can be offered by universities and outside providers, this is a great tool that helps students avoid the headache of wading through all of these programs, which today seem to be in infinite supply. With the ever expanding business that is studying abroad, this product could potentially open students and staff to a wider range of programs than ever before. This, subsequently, could then mean even more participation in students studying abroad.
I am interested to hear more about this software, and what universities who use it like (or dislike) about it. Signing off for now, have a good weekend! Here are some links if you want to find out more about Terra Dotta:
Terra Dotta website: http://www.terradotta.com/
Article about the 'business' of studying abroad: http://chronicle.com/article/The-Booming-Business-of-Int/44244/
P.S.- C'mon England!!! I'll be rooting for the Three Lions tomorrow in the quarterfinals against Italy.
Rule #5 for Breaking into the Field of International Education: Do your research! Know what programs and software international offices use and become familiar with them.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Thursday, June 21, 2012
Job Applications and You
I am curious as to what other people think about this. So far, since June 6, I have applied to 11 jobs in the field of international education. On each one, I have taken the time to thoroughly review the job description, research the university and what sort of programs they have, and then adjust my resume accordingly for each unique position. Some positions are very similar, whereas others a very different. Some deal more with advising study abroad students, whereas others focus on international students and immigration.
But that raises the question- How many applications should you be sending out? Should you go for every available position you think you qualify for, or should you be more selective? I have read on some job seeker advice boards that you should be very selective, not even applying to more than one per week. Whereas others advise you to bombard employers with your applications, so long as the positions are practically the same. Tweak your resume and cover letter a bit, but otherwise just churn out the applications until you find a job.
Though times are hard, and it is difficult to be selective (especially when you are currently unemployed like myself), I tend to fall more on the selective side. That said, I have on average applied to around 4 jobs per week, but that does not mean I have simply regurgitated my resume and cover letter to each school. I spend nearly my entire day researching, making notes, analyzing the school, and then keeping the notes in a binder for future reference. I now know more about international education than I ever have, simply by researching and analyzing the different programs. I have learned what I like about some programs, and what I dislike. I have learned what is a large amount of international students studying at a school (over 7,000!) and what are small numbers. Indeed, you begin to understand more the process of working in an international office, and that it is anything from easy.
The other important question that remains to be answered is: Will this get me anywhere? Currently, I am still waiting to hear back from any of the schools that I applied to. You have to be patient, and you have to be diligent, two very important aspects of the job search that I have mentioned in previous posts. However, at the end of the day, the more you research and prepare for a job application, the more likely you will be asked for an interview, which in these times, is a modern miracle!
Rule #4 for Breaking into the Field of International Education: Research and take notes of all places you apply to, and save those notes for future reference.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
But that raises the question- How many applications should you be sending out? Should you go for every available position you think you qualify for, or should you be more selective? I have read on some job seeker advice boards that you should be very selective, not even applying to more than one per week. Whereas others advise you to bombard employers with your applications, so long as the positions are practically the same. Tweak your resume and cover letter a bit, but otherwise just churn out the applications until you find a job.
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| I'm sure all job hunters have wanted to believe this from time to time! |
Though times are hard, and it is difficult to be selective (especially when you are currently unemployed like myself), I tend to fall more on the selective side. That said, I have on average applied to around 4 jobs per week, but that does not mean I have simply regurgitated my resume and cover letter to each school. I spend nearly my entire day researching, making notes, analyzing the school, and then keeping the notes in a binder for future reference. I now know more about international education than I ever have, simply by researching and analyzing the different programs. I have learned what I like about some programs, and what I dislike. I have learned what is a large amount of international students studying at a school (over 7,000!) and what are small numbers. Indeed, you begin to understand more the process of working in an international office, and that it is anything from easy.
The other important question that remains to be answered is: Will this get me anywhere? Currently, I am still waiting to hear back from any of the schools that I applied to. You have to be patient, and you have to be diligent, two very important aspects of the job search that I have mentioned in previous posts. However, at the end of the day, the more you research and prepare for a job application, the more likely you will be asked for an interview, which in these times, is a modern miracle!
Rule #4 for Breaking into the Field of International Education: Research and take notes of all places you apply to, and save those notes for future reference.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Tuesday, June 19, 2012
All Work and No Play Makes Zack a Dull Boy
So, here we are, three posts in and on day 3 of the job search, and already I have veered off the subject of finding a job in International Education. Or have I?
You see, an important part of looking for work when unemployed is taking time out to not look for work when you are unemployed. This means enjoying yourself every once and a while, really appreciating your time off and investing some time in the things you love. For me today, this meant focusing my energies toward a truly important cause: rooting for England against Ukraine in the Euro Cup!
But seriously, while being unemployed what I have noticed truly helps me when I am feeling a bit low is to take a moment, and just breathe. If I am working 24/7 on job hunting, often at the end of the day I feel a bit deflated. Let's face it, finding a job takes time, and spending a little time doing the things you love will not keep you from getting a job. In fact, more than likely they probably will help you enter the career of your dreams. Hobbies keep you motivated and boost your self-confidence, two vital components of securing an open position.
A few more of my hobbies are playing football (soccer), hiking, reading, writing, and playing pool, among various other activities that I fill my day with when I am not scouring the job market or networking. For me, it is finding an activity where I can feel constructive, where I can work towards achieving something. I am a very goal oriented individual, so challenging myself to complete a long hike, read a novel that I have on my bucket list, or improve my pool game are all things that I work on.
So, set aside some time during your day and do anything other than look for work. Your email does not need to be checked every 15 minutes, now does it?
Rule #3 for Breaking into the Field of International Education: Focus on Yourself and the Things You Love!
My LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
You see, an important part of looking for work when unemployed is taking time out to not look for work when you are unemployed. This means enjoying yourself every once and a while, really appreciating your time off and investing some time in the things you love. For me today, this meant focusing my energies toward a truly important cause: rooting for England against Ukraine in the Euro Cup!
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| Wayne Rooney's header relates to International Education, right? |
A few more of my hobbies are playing football (soccer), hiking, reading, writing, and playing pool, among various other activities that I fill my day with when I am not scouring the job market or networking. For me, it is finding an activity where I can feel constructive, where I can work towards achieving something. I am a very goal oriented individual, so challenging myself to complete a long hike, read a novel that I have on my bucket list, or improve my pool game are all things that I work on.
So, set aside some time during your day and do anything other than look for work. Your email does not need to be checked every 15 minutes, now does it?
Rule #3 for Breaking into the Field of International Education: Focus on Yourself and the Things You Love!
My LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Monday, June 18, 2012
Resources
As many of you may know, landing a job in today's market is very difficult if you do not have a significant amount of experience. That age-old question inevitably is asked by many job seekers as they are on the trail of their perfect dream job: How can one get experience if every open position requires experience? What's the secret to getting a job without having experience? The answer, coming from my unqualified and still unemployed perspective, is resources.
It is extremely important to tap into any and all literature on the subject of International Education. Professional groups, such as NAFSA and the Institute of International Education, are great places to begin expanding your knowledge on the field. Read all of the available reports and publications (the free ones anyway- after all, you are unemployed). Join the SECUSS-L forum, and read ALL of the postings. Gain a better perspective of the field and its current problems, its current goals, and some common actions being taken by different institutions across the world. By doing these, you will come across MUCH more knowledgeable and experienced, even though you have not worked in an international office, per se.
A couple of my favorite resources are blogs and newsletters. I have been reading a lot lately the International Student Voice Magazine, which gives a great perspective on the international student experience, and insidestudyabroad.com, which gives great tips on finding work in a study abroad office.
Another excellent resource: study abroad advisors themselves! Contact your international office at the school you graduated from. More than likely, they will be more than happy to assist you as you are breaking your way into the field. Don't be shy- email different institutions that you would like to hear more about, or whose study abroad programs you admire. The worse that can happen is that they will say no.
So, that is my next step- contacting schools across the country whose international offices I truly admire, and asking for an informational interview in order to learn how their offices function, what challenges they face, what aspects of the job they love, and what advice they have for me in getting my foot in the door. You never know what a conversation will lead to.
Here are the links to the resources that I have been using:
International Student Voice magazine: http://www.isvmag.com/
http://www.insidestudyabroad.com/
NAFSA: http://www.nafsa.org/
Institute of International Education: http://www.iie.org/
Rule #2 of Breaking into the Field of International Education: Utilize all available resources.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
It is extremely important to tap into any and all literature on the subject of International Education. Professional groups, such as NAFSA and the Institute of International Education, are great places to begin expanding your knowledge on the field. Read all of the available reports and publications (the free ones anyway- after all, you are unemployed). Join the SECUSS-L forum, and read ALL of the postings. Gain a better perspective of the field and its current problems, its current goals, and some common actions being taken by different institutions across the world. By doing these, you will come across MUCH more knowledgeable and experienced, even though you have not worked in an international office, per se.
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| The NAFSA website also has an excellent career center with job postings |
Another excellent resource: study abroad advisors themselves! Contact your international office at the school you graduated from. More than likely, they will be more than happy to assist you as you are breaking your way into the field. Don't be shy- email different institutions that you would like to hear more about, or whose study abroad programs you admire. The worse that can happen is that they will say no.
So, that is my next step- contacting schools across the country whose international offices I truly admire, and asking for an informational interview in order to learn how their offices function, what challenges they face, what aspects of the job they love, and what advice they have for me in getting my foot in the door. You never know what a conversation will lead to.
Here are the links to the resources that I have been using:
International Student Voice magazine: http://www.isvmag.com/
http://www.insidestudyabroad.com/
NAFSA: http://www.nafsa.org/
Institute of International Education: http://www.iie.org/
Rule #2 of Breaking into the Field of International Education: Utilize all available resources.
LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
Introduction and Mission
Greetings all, and welcome to Breaking into the Field of International Education! My name is Zack Wright, and as you may have guessed from the title of this blog, I am seeking to enter into the career of international education. Unfortunately, this is not a blog (yet) about how to enter into the field. Hopefully it will be one day, but right now it is about the process- it is about the journey, the trials and tribulations, of finding a position within an international office at a university. There will be some heartache, and hopefully some success, but perhaps this blog will serve as a tool for others as they, too, search for a job within the field, or any field for that matter!
First, a little about myself. I have a B.A. in History from the University of Alabama, and an M.A. in Social Change and Resistance from the University of Leicester in England. In the fall of 2008, my sophomore year, I had an experience that shaped my life. I studied abroad in Leicester, England- the first time that I had truly been away, completely on my own, without any friends or family for support, in a culture that was surprisingly much different to the one that I was accustomed to. To sum it up, never had I had so much fun! From studying abroad, I discovered an independence and a resilience in me that I never knew I had. From studying abroad, I gained self-confidence and self-awareness, finally understanding my place within the world. From studying abroad, I was no longer just a citizen of Alabama or even the United States- I became a global citizen, expanding my once narrow view of society and culture.
Like so many people I have talked to or heard speak about their study abroad experience, I became hooked. After my semester abroad, I knew that I had to return to Leicester, a city that I fell in love with, and to my friends in England, whom I also fell in love with. Indeed, during my short stay in 2008, I would meet my best man at my wedding, and my wife, Sabrina, the East Anglian girl who lived upstairs from me in Shirley House.
I returned to Leicester in the fall of 2011 to pursue my Master's. After living nine months in a tiny studio flat in the bustling city center, we moved in with Sabrina's parents in Hellesdon, a village just outside of Norwich. There, I finished up my dissertation, and experienced life in East Anglia, developing a perfectly healthy obsession with Norwich City football (soccer to you Americans), British television, and exploring the surrounding villages and coastal towns.
Now, we are here in sleepy Birmingham (Alabama, not England), newlyweds as of April 7, 2012, and seeking to begin our lives together. First priority- find a job! With a certain amount of luck and ingenuity, I will soon be able to apply my passion for expanding our cultural interaction with other countries to one lucky university international office. But until then, I will be doing anything but waiting.
When living abroad, in order to truly appreciate and enjoy a foreign culture, you must be proactive and open-minded.
Rule #1 of Breaking into the Field of International Education- Be proactive!
My LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
First, a little about myself. I have a B.A. in History from the University of Alabama, and an M.A. in Social Change and Resistance from the University of Leicester in England. In the fall of 2008, my sophomore year, I had an experience that shaped my life. I studied abroad in Leicester, England- the first time that I had truly been away, completely on my own, without any friends or family for support, in a culture that was surprisingly much different to the one that I was accustomed to. To sum it up, never had I had so much fun! From studying abroad, I discovered an independence and a resilience in me that I never knew I had. From studying abroad, I gained self-confidence and self-awareness, finally understanding my place within the world. From studying abroad, I was no longer just a citizen of Alabama or even the United States- I became a global citizen, expanding my once narrow view of society and culture.
Like so many people I have talked to or heard speak about their study abroad experience, I became hooked. After my semester abroad, I knew that I had to return to Leicester, a city that I fell in love with, and to my friends in England, whom I also fell in love with. Indeed, during my short stay in 2008, I would meet my best man at my wedding, and my wife, Sabrina, the East Anglian girl who lived upstairs from me in Shirley House.
I returned to Leicester in the fall of 2011 to pursue my Master's. After living nine months in a tiny studio flat in the bustling city center, we moved in with Sabrina's parents in Hellesdon, a village just outside of Norwich. There, I finished up my dissertation, and experienced life in East Anglia, developing a perfectly healthy obsession with Norwich City football (soccer to you Americans), British television, and exploring the surrounding villages and coastal towns.
Now, we are here in sleepy Birmingham (Alabama, not England), newlyweds as of April 7, 2012, and seeking to begin our lives together. First priority- find a job! With a certain amount of luck and ingenuity, I will soon be able to apply my passion for expanding our cultural interaction with other countries to one lucky university international office. But until then, I will be doing anything but waiting.
When living abroad, in order to truly appreciate and enjoy a foreign culture, you must be proactive and open-minded.
Rule #1 of Breaking into the Field of International Education- Be proactive!
My LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265
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